Title: See a plant, now see two

Date Taught:  September 11, 2006

Teacher:  Kelley Haney

Subject:  Science

Grade:  3

Timeline: 1 Days (45 minutes)

SCOS Objectives for Science

Goal 1:  The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.03 Investigate and describe how plants pass through distinct stages in their life cycle including.

°         Growth.

°         Survival.

°         Reproduction.

1.04 Explain why the number of seeds a plant produces depends on variables such as light, water, nutrients, and pollination.

1.06 Observe, describe and record properties of germinating seeds.

Objectives

• Students will distinguish between and describe the various ways that plant reproduce themselves

• Distinguish between new plant growth and the part of the plant it is growing from.

• Describe vegetative growth.

Materials / Resources

• White potatoes Sweet potatoes Carrots

• Large onions

• Ivy, philodendron, coleus, arid/or geranium plants (include more than one if you can)

• Journals

• Magazines

• Scissors

• Construction Paper

• PowerPoint on various reproductive methods of plants other than seeds

Procedure

Introduction (10 minutes)

• Review how seeds grow into plants.

• Say, “We have talked about that plant reproduce from seeds, but are there any other way that plants reproduce?”

• Tell students that today we are going to talk about other ways that plants reproduce.

• Show the class a plant (a philodendron or a geranium) and say that you did not plant a seed to produce it.

• Ask whether anyone can suggest a way the plant may have been developed. Someone may say that you planted a stem to get the plant. If not, suggest this yourself.

• Ask the children if they have ever observed anything like this before. For example: "Do you have any plants at home that were started without seeds? Have you ever planted potatoes? Have you ever taken strawberry plants on the end of a runner and set them out? Have you ever seen asparagus planted? Some of the class may be able to relate such an experience. If not, you may want to tell them about one.

Activity (35 minutes)

• Arrange materials on table in the front of the room.

• Ask students what the items on the table have in common.

• Ask students how the items on the table are different.

• Go over each item on the table and ask the class whether anyone has any ideas about how to make it grow into a green plant.  Accept a general statement that a member of the group may suggest, such as, "Cut the carrot and put it in water." If no one says this, you should.

• Show the students the PowerPoint on various reproductive methods of plants other than seeds.  (Before and After Planting)

• With the class, using the PowerPoint, go over tubers, cuttings, and bulbs.  Explain to students how each form a new plant. 

• Ask students what other foods that we eat and plant that they can think of reproduce in each of these ways.

• They might name off celery stalk, or an apple, and so on.

Assessment

• Students will create a bulletin board of various plants and vegetables that reproduce from methods other than seeds.  They will either draw the pictures.  Beside each of the pictures, students will write what the picture is what category/method it falls under. 

Differentiation

•   Advanced Learners:  Students will as many things as possible of various things that will grow from bulbs, tubers, cuttings, spores, or cones. 

• English Second Language:  Student will be assessed on his knowledge of this lesson by cutting examples of bulbs, tubers, and spores from a magazine.

Reflection:

            This lesson went really well.   I learned to never underestimate what my students know or might get out of a lesson.  I guess I could also say that I should not underestimate the strength of my lesson.  Even though students do not seem to be understanding something does not mean that they are not, their assessments can show otherwise.  If I were to teach this lesson again I would defiantly bring in more hands on items for the students to look at.  I would also have the students put more of their own life experience in, which they did and I did to, but I think I would encourage more of this. 

What makes a healthy plant?

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